This research aims at: 1) identify whether and to what extent the improvement of students’ writing skill using Task Based Learning; and 2) identify the teaching and learning situation when Task Based Learning is implemented in the writing class.
The method used in this research is a collaborative action research which was conducted in two cycles at tenth grade students of SMA Batik 1 Surakarta from April 2013 to May 2013, in which in the first cycle there were 3 meetings and in the second cycle there were 2 meeting. Each cycle consisted of four steps: planning, implementing, evaluation, and reflection. The research data were collected by using observation, document, interview, notes and diaries, photograph, and tests. The qualitative data were analyzed through collecting the data, reducing the data, presenting the data, and drawing conclusion. The quantitative data were analyzed by comparing the mean scores of the pre-test and the post-tets.
The research findings show that Task Based Learning could improve students’ writing skill and classroom climate of English class. The improvement of students’ wrting skill includes: 1) By implementing Task Based Learning, the students could write news item in good ideas, organization, appropriate vocabulary, grammar, and mechanic;2) The mean score of the students improved from the pre-test 54,09 to 70,89 in post test 1, and in the post test 2 was 77,86. And the improvement of classroom climate of English class were: 1) The students were active in writing class, they were not ashamed to ask or answer the task were given by the researcher; 2) The students were very enthusiastic in joining the lesson; 3) The students spent on time to start and finish writing; 4) The students paid full attention to the researcher’s explanation.
The researcher finds that this research could improve students’ writing skill and the classroom climate. It becomes one appropriate way in teaching writing.
Keywords: Writing Skill, Task Based Learning, Action Research
